Editorial: Teaching and learning in uncertain times. Papers from the HECU9 conference.

  • Renee Smit University of Cape Town
  • Delia Marshall University of the Western Cape
  • Sherran Clarence Managing Editor


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Author Biographies

Renee Smit, University of Cape Town

Renee is an Academic Development Lecturer in the Department of Electrical Engineering, Faculty of Engineering and the Built Environment, UCT. She holds an M.Sc in Science Education from the University of the Witwatersrand, and a PhD in engineering education from UCT. Her interest is in the differences in knowledge structures between disciplines – in the case of her PhD work between engineering sciences and the pure sciences. For this she used the work of Basil Bernstein as a theoretical framework for this, and the empirical work was in the thermodynamics curriculum in chemistry, physics, mechanical engineering and chemical engineering. Flowing from this, she has also developed an interest in the philosophy of the engineering sciences and technology. Other research interests include academic development work: she has done some work on the role of the Academic Development Lecturers in the engineering faculty at UCT, and on challenging deficit thinking when working in an environment where educational diversity in student background presents a challenge.

Delia Marshall, University of the Western Cape

Delia Marshall is a professor in the Department of Physics at the University of the Western Cape, with a research interest in undergraduate physics education and higher education studies. She has a particular interest in students' experiences of the transition from high school to university studies and has been very involved in the UWC Science Faculty's extended curriculum programme.

Sherran Clarence, Managing Editor

Sherran Clarence is an independent researcher, From 201-2016 she was an AW Mellon Postdoctoral Research Fellow based in the Centre for Research, Teaching, and Learning (CHERTL) at Rhodes University. She was previously a teaching and learning specialist at UWC with a special interest in tutors and tutoring development, and academic literacies and writing in higher education. Her current research centres on pedagogic practice with a focus on how students come to understand and use disciplinary knowledges and how they develop their learning cumulatively and relationally in the disciplines.